English for Scientific Purposes (EScP): Technology,Trends, and Future Challenges for Science Education     

Gi-Zen Liu  Wan-Yu Chiu  Chih-Chung Lin  Neil E. Barrett 《Journal of Science Education and Technology》2014,23(6):827-839

To date, the concept of English for Specific Purposes has brought about a great impact on English language learning across various disciplines, including those in science education. Hence, this review paper aimed to address current English language learning in the science disciplines through the practice of computer-assisted language learning to identify the use of learning technologies in science-based literacy. In the literature review, the researchers found that science-based literacy instruction shares many pedagogical aims with English language teaching in terms of reading, writing, listening and speaking, allowing it to be classified as English for Scientific Purposes (EScP). To answer the research questions, the researchers conducted the survey by extracting related articles and teaching examples from the Web of Science. In the search procedure, the researchers used the keywords science OR scientific AND technolog* OR comput* in ten selected journals of social science citation index. Only articles which are specified as journal articles rather than other document types were included. After compiling the corpora, the researchers compared the trends, methodologies and results of EScP instruction in science education. The implications of this study include the opportunities, advantages and challenges for EScP instruction in science education to further develop better educational approaches, adopt new technologies, as well as offer some directions for researchers to conduct future studies.  相似文献   

Truants on truancy – a badness or a valuable indicator of unmet special educational needs?     

Neil Southwell 《British Journal of Special Education》2006,33(2):91-97

Neil Southwell states that he was, himself, a persistent truant from school. He returned to education as a mature student via an access course and he now lectures in education studies at the University of Northampton. He is currently researching into truancy, its causes and its management and brings to his work an unusual but highly illuminating 'truantist perspective'.
In this article, Neil Southwell reviews the literature on truancy and reveals a complex and contradictory picture. Policy and practice to date have, however, tended to be united in locating responsibility for truancy with truants and their families. Drawing on his own experience and his research into the perspectives of truants, Neil Southwell makes a case for a radically different approach. He argues that truancy can be seen as a key indicator of unmet educational needs and that the issue of truancy will not be addressed effectively until policy makers, practitioners and researchers learn to listen to the voices of truants themselves.  相似文献   

Hip for Hockey,if Not Hooray     

Neil D. Isaacs 《Journal of American culture (Malden, Mass. : 2003)》1981,4(3):133-137

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The aggression incident: A perspective for understanding abuse     

Neil Frude 《Child abuse & neglect》1979,3(3-4)

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Introduction to child development: The growing child: Travers,John F. New York: John Wiley & Sons, 1977, viii + 531 Pp., $11.95     

Neil J. Salkind 《Contemporary educational psychology》1979,4(1):86-87

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Effects of cooperative vs individualistic learning experiences on interpersonal attraction between learning-disabled and normal-progress elementary school students     

Barbara Armstrong  David W. Johnson  Bruce Balow 《Contemporary educational psychology》1981,6(2):102-109

The effects of cooperative and individualistic learning experiences were compared on (1) interpersonal attraction between nonhandicapped fifth- and sixth-grade elementary school students and learning-disabled peers and (2) achievement. Students participated in a language arts class lasting 90 min a day for 17 days. The results indicate that greater interpersonal attraction between the learning-disabled and normal-progress students and higher achievement resulted in the cooperative than in the competitive condition.  相似文献   

The BASES expert statement on exercise, immunity, and infection     

Gleeson M  Walsh NP;British Association of Sport  Exercise Sciences 《Journal of sports sciences》2012,30(3):321-324

An individual's level of physical activity influences their risk of infection, most likely by affecting immune function. Regular moderate exercise reduces the risk of infection compared with a sedentary lifestyle, but very prolonged bouts of exercise and periods of intensified training are associated with an increased risk of infection. There are several lifestyle, nutritional, and training strategies that can be adopted to limit the extent of exercise-induced immunodepression and minimize the risk of infection. This expert statement provides a background summarizing the evidence together with extensive conclusions and practical guidelines.  相似文献   

The Influence of technologies on financing options     

Neil Spoonley 《Tertiary Education and Management》2013,19(4):325-331

Abstract

International higher education is a major source of revenue in many developed countries. Historically the top destination countries for international students have included USA, UK, France and Australia. The key countries where most international students are recruited from include China, India and other parts of Asia. The extant literature has mostly examined the factors influencing international students to study in Western countries. A new trend is now emerging with an accelerating growth of international students in countries such as China and other parts of Asia. This mixed-methods study addresses the gap in the literature by exploring the factors that influence international students’ choice to study undergraduate or postgraduate courses in China. The study found that China is becoming an important destination choice for international students due to the distinctiveness of the Chinese language, the rise of its universities in global rankings and the country’s economic growth.  相似文献   

Everyday conversation as a context for professional learning and development     

Neil Haigh 《International Journal for Academic Development》2013,18(1):3-16

Because conversation is a constant in our personal and professional lives, we are not inclined to stop and think about it as a phenomenon. However, that is what I have found myself doing. In particular, I have become much more self‐conscious, and hopefully more thoughtful, about the conversations that constitute an inevitable aspect of my day to day work in an academic staff development role. Drawing on my own reflections and a body of related literature, I have thought about the features of conversation that may make it conducive for professional learning; how “valued” conversation is as a context for professional learning; the possible ingredients of a conversation and the extent to which they can be controlled or influenced without disturbing, or even destroying, the defining essence of conversation; and the competencies and sensitivities that may be required if conversation is to become an occasion for learning. In this article, I present the outcomes of my reflections and inquiry with the hope that they will prompt conversation about conversation as a context for professional learning and development.

Puisque la conversation est une constante dans nos vies personnelle et professionnelle, nous sommes peu enclins à nous arrêter et à y réfléchir en tant que phénomène. Cependant, c’est ce à quoi je me suis affairé. Plus particulièrement, je suis devenu davantage conscient et, je l’espère, davantage réfléchi, en ce qui a trait aux conversations qui constituent un aspect inévitable de mon travail quotidien en tant que conseiller pédagogique. Puisant dans mes réflexions et dans un ensemble de connaissances connexes, j’ai réfléchi aux aspects de la conversation qui la rendent propice à un apprentissage professionnel; dans quelle mesure la conversation constitue‐t‐elle un contexte valorisé d’apprentissage professionnel; les ingrédients possibles d’une conversation, ainsi que la mesure dans laquelle ceux‐ci peuvent être contrôlés ou influencés sans déranger, ou même détruire, l’essence même de la conversation; de même que les compétences et les habiletés pouvant être requises pour que la conversation constitue une occasion d’apprendre. Dans cet article, je présente le résultat de mes réflexions et interrogations dans l’espoir de susciter une conversation au sujet de la conversation en tant que contexte d’apprentissage et de développement professionnel.  相似文献   

Out of the ordinary: recapturing the liberal traditions of a university education through field courses     

Tony Harland  Rachel A. Spronken-Smith  Katharine J. M. Dickinson  Neil Pickering 《Teaching in Higher Education》2013,18(1):93-106

This article aims to stimulate debate about the nature of field courses in higher education. We use a colloquium format that allows each of us to reflect on the philosophy of field course teaching and our writing endeavours to establish a dialogue between the authors and leave the reader with a sense of curiosity. It starts with a position paper that sets out a particular viewpoint on field courses to which responses were invited. Two of the respondents were experienced field-course teachers in disciplines traditionally associated with this type of curriculum, the other a lecturer in a non-field-course-oriented discipline.  相似文献